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Wolverhampton Intellectual Repository and E-Theses > School for Education Futures > Centre for Developmental and Applied Research in Education (CeDARE) > Learning and Teaching in Higher Education > Removing the barriers? A study of the conditions affecting teaching innovation.

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/26175
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Title: Removing the barriers? A study of the conditions affecting teaching innovation.
Authors: Hockings, Christine
Citation: Teaching in Higher Education, 10(3): 313-326
Publisher: Routledge
Journal: Teaching in Higher Education
Issue Date: 2005
URI: http://hdl.handle.net/2436/26175
DOI: 10.1080/13562510500122149
Additional Links: http://www.informaworld.com/smpp/content?content=10.1080/13562510500122149
Abstract: In this paper I present my view of effective academic work as creating the conditions for effective teaching and learning and I explore the barriers to this faced by one university lecturer when he adopted a student-focused approach to his teaching. I compare the lecturer's perception of the teaching situation to the Teaching Environment Inventory factors, and discuss how institutional policies and practices designed to improve standards and efficiency within the case study institution inhibited those designed to improve student learning. In this respect academic leaders were often perceived to create rather than remove barriers to effective academic work. Finally I consider what can be done to improve standards and efficiency as well as student learning.
Type: Article
Language: en
Keywords: Effectiveness
Universities
Innovation
Teaching methods
Student centered learning
ISSN: 13562517
14701294
Appears in Collections: Learning and Teaching in Higher Education

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